A arte da palavra: a leitura literária e suas possibilidades no contexto da creche

Abstract

This work had the general objective of understanding how literary reading permeates the daily pedagogical practices in an accredited daycare center in the city fromJuiz de Fora/MG. From this, the following specific objectives were established: i)Analyze how literary reading situations occur in pedagogical practices, in an activity class, at an affiliated daycare center in the city of Juiz de Fora; ii) reflect on children's participation in literary mediation situations, observing time/space and the criteria for choosing literary books. The research became relevant due to the gap in the field of knowledge production on the subject, despite literary reading playing a relevant role in the development of children, especially in early childhood. We sought several authors tosupport the theoretical-methodological constructions, especially Vigotski, from the perspective of Historical-cultural Theory, the relationship between education and literature from Benjamin's perspective, in addition to the support of other researchers suchas Candido, López, Girottto, Zilberman, Branches. To achieve the proposed objectives, initially, I resorted to qualitative research, using ethnographic strategies: immersion in the daycare center selected for the study, participant observation to approach and understand the institutional reality, preparation of field notes. Then, I selected an activityroom to analyze literary mediation situations, considering the children's participation. Thedevelopment of the research made it possible to encourage reflections on literary reading, on children's participation in literary mediations and other aspects of teacher-children interaction, in addition to the choice of literature books for very young children.